ArticleThe British journal of educational psychology2021
The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio-economic status on situational judgement test performance.
Article in The British journal of educational psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Does academic excellence predict non-cognitive competencies? Insights from a situational judgement test among medical students in Nigeria.BMC medical education · 2025Article
- Article
- Racial and Ethnic Disparities in Situational Judgment Testing Among Applicants to an Anesthesiology Residency Program.Journal of graduate medical education · 2024Article
- Broad vs. narrow traits: a scoping review of measuring personality traits in teacher selection using the situational judgment test.Frontiers in psychology · 2023Article
- Does ethnicity influence dementia, stroke and mortality risk? Evidence from the UK Biobank.Frontiers in public health · 2023Article
- Impact of patterns of language use and socio-economic status on a constructed response Situational Judgment Test (SJT).PloS one · 2023Article
- Evaluation of Situational Judgment Tests in student selection in Indonesia and the impact on diversity issues.BMC medical education · 2022Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
backgroundSituational judgement tests (SJTs) measure non-cognitive attributes and have recently drawn attention as a selection method for initial teacher education programmes. To date, very little is known about adverse impact in teacher selection SJT performance.
aimsThis study aimed to shed light on adverse effects of gender, ethnicity, and socio-economic status (SES) on SJT scores, by exploring both main effects and interactions, and considering both overall SJT performance and separate SJT domain scores (mindset, emotion regulation, and conscientiousness). SAMPLE: A total of 2,808 prospective teachers from the United Kingdom completed the SJTs as part of the initial stage of selection into a teacher education programme.
methodsIn addition to SJT scores, the variables gender (female vs. male), ethnicity (majority group vs. minority group), and home SES background (higher SES status vs. lower SES status) were used in the analyses. Regression models and moderated regression models were employed. RESULTS AND
conclusionsResults from the regression models revealed that gender effects (females scoring higher than males) were restricted to emotion regulation, while ethnicity effects (ethnic majority group members scoring higher than ethnic minority group members) emerged for SJT overall scores and all three domains. Moderated regression modelling results furthermore showed significant interactions (gender and ethnicity) for SJT overall scores and two domains. Considering the importance of reducing subgroup differences in selection test scores to ensure equal access to teacher education, this study's findings are a critical contribution. The partially differentiated results for overall vs. domain-specific scores point towards the promise of applying a domain-level perspective in research on teacher selection SJTs.
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